2016 Economics Professional Development 
A Psychology Teacher Writes
SEPTEMBER 15, 2023
This might play out differently dependent on the level of experience and expertise of each individual teacher: More novice teachers may lack awareness because they literally don’t see things in their classrooms that more expert teachers do (Wolff et al, 2016) and/or because they lack the mental models to analyse and interpret what is happening.
A Principal's Reflections
MAY 28, 2017
Professional development consisted of two mandated days where everything was basically dictated to staff based on district or school needs. Even though this was gratifying work there was still something missing that I could not put my finger on until early in 2016.
The Hechinger Report
JULY 12, 2021
Scholars are trying to understand why more rural students don’t pursue studies that could lead to well-paying careers for themselves and a more productive economic future for their communities. Many small towns started as market towns or as small manufacturing towns in the industrial era and are now economically struggling.
Digital Promise
JANUARY 8, 2018
In many districts, teachers are provided the same professional development regardless of their subject area, grade level, or personal goals. Most of our district’s students come from economically disadvantaged backgrounds.
The Hechinger Report
JULY 21, 2022
Researchers and scientists shared the ways different economic, infrastructure, and environmental factors are altering Louisiana’s coastline. Controversial or not, many teachers around the country feel ill-equipped to teach the topic, according to a 2016 national survey of science teachers by NCSE and Penn State.
The Hechinger Report
JULY 22, 2019
In fact, a 2016 study by the National Association for College Admission Counseling revealed that students who receive one-on-one guidance from a school counselor are 3.2 Moreover, once counselors are employed, the professional development they receive is often lacking in timeliness and relevance, and it can quickly become dated.
The Hechinger Report
SEPTEMBER 27, 2017
In 2016, 75 percent of its ELL students graduated, a rate 14 percentage points higher than the district’s average for this group and higher even than the overall graduation rate for BPS. And the dropout rate among the first Muniz cohort, the class of 2016, was just 2.5 Economically, he sees the vast promise of a bilingual workforce.
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